INCLUSIVE EDUCATION PRACTICES IN INDONESIAN ELEMENTARY SCHOOLS: PLANNING, IMPLEMENTATION, AND EVALUATION
DOI:
https://doi.org/10.36526/sosioedukasi.v14i4.6722Keywords:
Inclusive education, Implementation, , Curriculum modification, Social Role Valorization, Qualitative case studyAbstract
This study examines the implementation of inclusive education at SDN Susukan 04, East Ungaran District, using a qualitative case study design. Data were collected through in-depth interviews, classroom observations, and document analysis, and validated through methodological and source triangulation. The findings show that planning was conducted through goal formulation, needs identification, and the development of adaptive programs integrated into the RKS/RKAS. Implementation involved curriculum modification, service accommodation, and the deployment of special education teachers to support 29 students with special needs across 13 classes. Evaluation was carried out systematically to measure goal attainment and identify barriers. The school demonstrated progress in fostering social acceptance, self-confidence, and empathy among students, consistent with the principles of inclusion and Social Role Valorization (SRV). However, challenges persist in teacher competency, parental involvement, and the adequacy of adaptive learning media. Strengthening professional development and building a comprehensive support system are essential for advancing transformative inclusion.
References
Anggreani, K., Tafsira, N. A., Febriyani, T., & Syafitri, E. (2024). Implementasi Pendidikan Inklusi di Sekolah Dasar: Tantangan Dan Strategi Efektif, Katalis Pendidikan: Jurnal Ilmu Pendidikan dan Matematika, Vol. 1, No. 2, hlm. 199–204.
Angreni, S., & Sari, R. T. (2022). Analisis Pembelajaran Anak Berkebutuhan Khusus di Sekolah Dasar Inklusi Kota Padang, Jurnal Cakrawala Pendas, Vol 8 (1), hlm. 94–102.
Arifin, I., dkk. (2024). Pendidikan Inklusi Sebagai Alternatif Solusi Mengatasi Permasalahan Sosial Anak Penyandang Disabilitas, Jurnal Inovasi Pendidikan, 7 (2), hlm 113–123.
Armstrong, J., & Shevellar, L. (2021). Re-thinking Respite, The SRV Journal, Volume 15, Isu 1.
Bahri, S. (2022). Manajemen Sekolah Inklusi di Sekolah Dasar. Edukatif : Jurnal Ilmu Pendidikan, 2(1), 94–100.
Dhoka, F. A., dkk. (2020). Mutu Pendidikan Inklusif Bagi Anak Berkebutuhan Khusus di Indonesia, Educatus: Jurnal Pendidikan, Vol. 2 (2), hlm. 1–11.
Fajra, M., Jalinus, N., Jama, J., & Dakhi, O. (2020). Pengembangan Model Kurikulum Sekolah Inklusi Berdasarkan Kebutuhan Perseorangan Anak Didik, Jurnal Pendidikan, Vol 21 (1), hlm. 51–63.
Fikriatunnisa, Hapsari, M. A., Yusman, Z. C., & Meilana, S. F. (2025). Implementasi Kebijakan Pendidikan Inklusif di Sekolah Dasar: Tantangan Dan Solusi, Pendas: Jurnal Ilmiah Pendidikan Dasar, Vol. 10, No. 1, hlm. 1303-1313.
Fionita, W., & Nurjannah, E. (2024). Implementasi Pendidikan Inklusif Sebagai Perubahan Paradigma Pendidikan Di Indonesia, Jurnal Bintang Pendidikan Indonesia, 2 (2), hlm 67–78.
Forman Jr., J. (2025). We Are Turning Too Many People Into Medical Patients, Wall Street Journal, 17 Maret 2025.
Isnaini, N., Safitri, W. A., & Fitria, Z. I. (2025). Pendidikan Inklusif sebagai Upaya Pemenuhan Hak-Hak Anak Berkebutuhan Khusus di Sekolah Reguler, Proceedings Series on Social Sciences & Humanities, Vol 24, hlm. 181-193.
Izzah, N., Setianti, Y., & Tiara, O. (2023). Peran Kepemimpinan Kepala Sekolah dalam Mewujudkan Sekolah Ramah Anak di Sekolah Inklusi, Murhum: Jurnal Pendidikan Anak Usia Dini, Vol. 4, No. 2, hlm. 272–284
Khoiri, K. A. (2021). Pendidikan Inklusi Bagi Anak Berkebutuhan Khusus Di Sekolah Dasar. JIPD (Jurnal Inovasi Pendidikan Dasar), Vol 5(1), 1-5.
Meka, M., Dhoka, F. A., Poang, F., Dhey, K. A., & Lajo, M. Y. (2023). Permasalahan Sosial Anak Berkebutuhan Khusus, Jurnal Pendidikan Inklusi Citra Bakti, 1 (1), 20-30.
Munajah, R., Marini, A., & Sumantri, M. S. (2021). Implementasi Kebijakan Pendidikan Inklusi di Sekolah Dasar, Jurnal Basicedu, Vol. 5, No. 3, hlm. 1183–1190.
Mustika, D., Irsanti, A. Y., Setiyawati, E., Yunita, F., Fitri, N., & Zulkarnaini, P. (2023). Pendidikan Inklusi: Mengubah Masa Depan Bagi Semua Anak, Student Scientific Creativity Journal, Vol 1 (4), 41–50.
Puspitaningtyas, A. R. (2020). Implementasi Pembelajaran Inklusi Bagi Anak Berkebutuhan Khusus. Jurnal IKA PGSD (Ikatan Alumni PGSD) UNARS, Vol. 8 (1), hlm. 39–47.
Ratri, T. M., & Herawati, N. I. (2024). Implementasi Pelaksanaan Pendidikan Inklusi di Sekolah Reguler Kota Bandung, Jurnal Lensa Pendas, Vol 9 (1), hlm. 94-109.
Sapitri, A., & Hasanah, H. (2023). Penerapan PAUD Inklusi dalam Menanamkan Nilai-Nilai Agama Anak Berkebutuhan Khusus Usia 5-6 Tahun di TK Islam Pembangunan, Annual Conference on Islamic Early Childhood Education (ACIECE), Vol 7, hlm. 45–53.
Setiawan, H., Aji, S. M. W., & Aziz, A. (2020). Tiga Tantangan Guru Masa Depan Sekolah Dasar Inklusif, BRILIANT: Jurnal Riset dan Konseptual, Vol. 5 (2), hlm. 241–251.
Sugiyono. 2023. Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.
Tea, Y. V., Pio, M. O., Tini, F. A., & Tia, E. (2023). Implementasi Pemenuhan Hak-Hak Anak Berkebutuhan Khusus Di Sekolah Inklusi, Jurnal Pendidikan Inklusi Citra Bakti, 1 (1), 75–87.
Tumeinski, M. (2025). The Juvenile Justice Revolution, The NY Times Magazine, 2 Februari 2025.
Wolfensberger, W. (2022). A brief overview of Social Role Valorization. PubMed, PubMed ID: 10804701.
Zinko, R. A., & Thompson, L. D. (2022). Combining Social Role Theory, Social Role Valorization Theory, and Task-Centered Treatment for the Rehabilitation of Persons With Serious Psychiatric Conditions, Care Management Journals, Volume: 23 Isu: 4 (Winter) Halaman: 138-150.
.png)
